2. Mathematics – Grade 4
Alternative Delivery Mode
Quarter 1 – Module 1: Visualizing Numbers up to 100 000
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders. Every
effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Printed in the Philippines by ________________________
Department of Education – Region V
Office Address: Regional Center Site, Rawis, Legazpi City 4500
Telefax: 0917-178-1288
E-mail Address: region5@deped.gov.ph
Development Team of the Module
Writers: Criselda Natalicio Lagamayo, Elena D. Hubilla
Editor : Loyd H. Botor
Reviewer: Loyd H. Botor
Illustrator: Jason C. Borabo
Layout Artist: Teresa Vissia B. Suñga
Management Team: Regional Director: Gilbert T. Sadsad
CLMD Chief: Francisco B. Bulalacao Jr.
Regional EPS In Charge of LRMS: Grace U. Rabelas
Regional ADM Coordinator: Ma. Leilani R. Lorico
CID Chief : Monserat D. Guemo
Division EPS In Charge of LRMS: Florena M. Deuna
4. ii
Introductory Message
For the facilitator:
Welcome to the Mathematics Grade 4 Alternative Delivery Mode (ADM) Module on Visualizing
Numbers up to 100 000!
This module was collaboratively designed, developed and reviewed by educators both from
public and private institutions to assist you, the teacher or facilitator in helping the learners
meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and
economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent learning
activities at their own pace and time. Furthermore, this also aims to help learners acquire the
needed 21st century skills while taking into consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of the module:
As a facilitator, you are expected to orient the learners on how to use this module. You also
need to keep track of the learners' progress while allowing them to manage their own learning.
Furthermore, you are expected to encourage and assist the learners as they do the tasks
included in the module.
Notes to the Teacher
This contains helpful tips or strategies that will
help you in guiding the learners.
5. iii
For the learner:
Welcome to the Mathematics 4 Alternative Delivery Mode (ADM) Module on Visualizing
Numbers up to 100 000!
This module was designed to provide you with fun and meaningful opportunities for guided
and independent learning at your own pace and time. You will be enabled to process the
contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.
What I Know This part includes an activity that aims to check
what you already know about the lesson to take. If
you get all the answers correct (100%), you may
decide to skip this module.
What’s In This is a brief drill or review to help you link the
current lesson with the previous one.
What’s New In this portion, the new lesson will be introduced to
you in various ways; a story, a song, a poem, a
problem opener, an activity or a situation.
What is It This section provides a brief discussion of the
lesson. This aims to help you discover and
understand new concepts and skills.
What’s More This comprises activities for independent practice
to solidify your understanding and skills of the
topic. You may check the answers to the exercises
using the Answer Key at the end of the module.
What I Have Learned This includes questions or blank
sentence/paragraph to be filled in to process what
you learned from the lesson.
What I Can Do This section provides an activity which will help
you transfer your new knowledge or skill into real
life situations or concerns.
Assessment This is a task which aims to evaluate your level of
mastery in achieving the learning competency.
Additional Activities In this portion, another activity will be given to you
to enrich your knowledge or skill of the lesson
learned.
Answer Key This contains answers to all activities in the
module.
6. iv
At the end of this module you will also find:
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the module.
Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included
in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!
References This is a list of all sources used in developing this
module.
7. 1
What I Need to Know
The set of whole numbers includes zero and the counting or
natural numbers 1,2,3,4, 5 and so on.
In this lesson, you will learn how to visualize numbers up to 100
000 with emphasis on numbers 10 001 to 100 000 using illustrations,
blocks or number discs.
At the end of the lesson, you should be able to:
visualize numbers up to 100 000 with emphasis on
numbers 10 001 to 100 000.
What I Know
Let’s begin our activity. Please answer the exercises carefully.
A. What number is represented by the number discs? Write your
answer in your answer sheet.
1. __________
2. __________
10
010
0
1 000
1 000
10
0
100
100
100
1 1 1 1
1 1 1 1
10 000
10 000 1 000
1 000 10
0 10
0
10 000
10
0
10
0
10
0
1 1 1
10 000
10
0
1
10 000
1
10 000
10 000
11 000
100
100 100
100 100
8. 2
3. ___________
4. ___________
5. ___________
B. Show the numbers below using number discs and base-10
blocks.
1-2. 5 333
C. Look for the proper representation of the numbers. Select the
letter of the correct answer.
1. 8 blocks , 7 flats , 6 longs , and 5 cubes
a. 8 765 b. 8 657 c. 8 567
2. 2 blocks , 8 flats, and 3 cubes
a. 2 830 b. 2 083 c. 2 803
3. 7 blocks , 4 longs and 2 cubes
a. 7 142 b. 7 042 c. 7 420
1 000
1 000
10 000
10 000
100
100
10 000 10
0
10
0
10
0
10
0
1 1
1 1
10 000
10 000
10 000
10 000
10
0
10
0
10 000
1 000
1 000
100
100
100
1
1
11 000
10010 000
10 000
10 000 1 000
100
100
1 000 10
0
10
0
10
0
11
1 000
9. 3
What’s In
The following numbers are read as:
13 896 thirteen thousand, eight hundred ninety-six
23 544 twenty-three thousand, five hundred forty- four
50 680 fifty thousand, six hundred eighty
52 567 fifty-two thousand, five hundred sixty-seven
100 000 one hundred thousand
Let us also recall the place value of each digit in the number.
Hundred
Thousands
Ten
Thousands
Thousands Hundreds Tens Ones
1 3 8 9 6
2 3 5 4 4
5 0 6 8 0
5 2 5 6 7
1 0 0 0 0 0
Don’t forget the place value of every digit in a number because it is
very important in reading and writing numbers.
Have you experienced lockdown during
the COVID-19 pandemic? How did you
find it?
Do you still remember how to read large
numbers? Let’s try to read the following
numbers.
To check, go to the Answer Key. If you got a score of 8 – 10, VERY
GOOD! The lesson will be easy for you. If you got a score of 7 or below,
study carefully the discussion and examples in this module.
10. 4
What’s New
During the COVID-19 pandemic, a city mayor bought 24 647 kilos
of vegetables harvested by a group of farmers in Benguet. All
households were given vegetables and they were very grateful of it.
One way is by using number discs.
Let us see how we can use number discs to represent 24 647.
two 10 000s four 1 000s six 100s four
10s
seven 1s
20 000 4 000 600 40 7
24 647
Through the representations of number discs, we can say that 24
647 is a large number.
Another way to visualize a number is by using base-10
blocks.
Let us see how big 24 647 is.
What is It
How can we visualize numbers up to 100 000?
100 11 000
10 000 1 000
1 000
10
0
10
0
10
0 1
10
010 000
1
1 1
1
100
1 000
100
100
100
100
1
11. 5
1 block = 1 000 1 flat = 100 1 long = 10 1 cube = 1
Using base-10 blocks, 2 247 can be represented as:
two 1 000s two 100s four 10s seven 1s
2 000 + 200 + 40 + 7 = 2 247
Let’s visualize 3 124 using both the number disk and the base-10
blocks.
three 1 000s one 100s two 20s Four 1s
3 000 100 20 4
Number
Disc
Base-10
blocks
Did you find it easy? Just remember how numbers can be represented.
4
1 000
1 000
1 000
10
0
10
0
1 1
1
100
1
13. 7
4.
______ + _______ + _____ + ____ = ______
5.
_____ + _____ + ____ + ____ = ______
ACTIVITY 3 - Give the corresponding number for each statement.
1. 35 blocks, 3 flats, 1 longs, 8 cubes =
2. 49 blocks, 7 flats, 5 cubes =
3. 15 blocks, 1 flat, 7 longs =
4. 6 blocks, 9 longs, 1 cube =
5. 100 blocks =
What I Have Learned
How can we visualize numbers up to 100 000?
We can visualize numbers up to 100 000 by using representations
such as number discs and base-10 blocks. We just need to know the place
value of each digit in the numbers.
What I Can Do
6
To check, go to page 10 for the Answer Key. Take time to review
the discussion in the previous pages as needed.
14. 8
1. Melvin has 3 pieces of 10 000 number discs, 8 pieces of 1 000
number discs, 4 pieces of 100 number discs and 7 pieces of 10
number discs. Draw a model for this situation and tell how many
number discs Melvin actually has.
2. Karen is preparing her project in visualization of numbers. She
prepared 18 blocks, 4 flats, 9 longs and 7 cubes. Give the value
of each representation. What number is assigned to her?
18 blocks = ______ 4 flats = _______ 9 longs _____
7 cubes = ______ Number ____________
3. Marcelito is assigned to represent 11 376 using number discs.
How should he represent it? Illustrate it.
Assessment
A. Fill in the needed data. (5 pts)
______ + ______ + ______ + _____ = ______
B. Show 2 305 using base-10 blocks and number discs.
(2pts)
C. Give the total value of the following:
1. 47 blocks, 9 flats, 0 long, 4 cubes
2. 32 blocks, 5 flats, 1 long
3. 86 blocks, 8 flats
10 000
10 000
1 000
1 000
10
0
1
10 000
10 000
10 000
To check, go to the Answer Key.
1 000
15. 9
Additional Activities
The table shows the data of COVID-19 cases at the given period of
time based on the report of the Department of Health (DOH).
Date
No. of
confirmed
cases
No. of
recovered
cases
May 20, 2020 13,221 2,932
May 13, 2020 11,618 2,251
April 20, 2020 6,459 613
1. Represent the number of confirmed cases on May 13, 2020 using
number discs. For the number of recovered cases on the same
date, use base-10 blocks to represent the number.
2. Think of a number between 10 001 to 100 000 that may represent
a situation related to the COVID-19 pandemic.
3. In order not to be infected with coronavirus, what can you do as
a member of your community?
To check, go to page 10 for the Answer Key. Take time to review
the discussion in the previous pages as needed.
To check, go to page 10 for the Answer Key.
17. 11
ASSESSMENT
A. 50 000 + 3 000 + 10 + 1 = 53 011 B. (2 305) number discs
C. 1. 47 904
2. 32 510
3. 86 800
Base-10 blocks
2. 18 blocks = 18,000 4 flats =400 9 longs = 90 7 cubes = 7
Number = 18 497
3. 11 376
ADDITIONAL ACTIVITY
1. Confirmed cases - 11 618
2. Recovered - 2 251
1 000 100 100 100
100 100 100
10 000 1 000 100 100
100 10
0
10
0
10
0
10
0
10
0
10
0
10
0
1
1
1
1
1
1
2. Sample situation: 17 485 food packs were distributed to Barangay San Carlos during the
lockdown.
3. In order not to be infected with coronavirus, I will stay home and wash my hands regularly.
1 000
100
100
100 1
1
1
1
1 000
1
10 000
10
0
1
1 1
1
1
11
18. 12
References
K to 12 Mathematics Curriculum Guide, August 2016
https://www.youtube.com/watch?v=MetiOPFFxcc
19. For inquiries or feedback, please write or call:
Department of Education - Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex
Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph
